The Koran & institutionalized anti-Semitism

The Koran is a great, inspiring work that
motivates millions of people worldwide to prayer, good deeds and self improvement.
Jews especially should recognize and appreciate the monotheism and service
to the God of Abraham. Many Jewish scholars recognize that Jewish
mysticism developed in Babylonia (modern day Iraq) shares many points in
common with Islamic mysticism. Theoretically there are many shared
values and ideals between Judaism and Islam.

But in spite of the Koran being a holy,
inspirational work, verses in the Koran and to some extent the Hadith-statements
attributed to the Prophet Muhammad are being used for political purposes
-- often by individuals and leaders who are not at all religious themselves.

In the Europe of almost a century ago,
the Christian New Testament was used to justify official government &
institutional hatred and bigotry. Today the Koran is being twisted
to turn latent anti-Jewish religious feeling into incitement and hated.
With ever increasing frequency these evil stereotypes are finding their
way into official government publications and school curriculum.
Unlike the Christian New Testament, where anti-Jewish feeling was sometimes
tempered by the knowledge that its authors were Jews, the Koran abounds
in explicit anti-Jewish sentiment and finds no filial connection with the
Jewish people.

The Arabs through persecution and anti-Semitism
have
helped to create the Jewish state

Arab propagandists, and sympathizers turn
religious reproof into politics. They persist in the charge that
Israel is nothing more than a foreign outpost of Western civilization,
the intruding offspring of Europe inhabited by European survivors of Nazi
brutality. Arab anti-Semitism is fed by dramatized notions of evil
foreigners.

In actuality, Israel is only partially
European. More than half of the people in Israel today are not "foreigners"
to the Middle East, they are Jews or offspring of Jews who lived in Arab
countries and have fled from Arab brutality; Israel's present population
consists mainly of refugees and their descendants from two oppressions,
European-Nazi and Arab. As the Arab writer Sabri Jiryis has acknowledged,
either by official edict or by the Arab's own harsh mistreatment of the
Jews among them, the Arab world has expelled or has caused Jews to flee
to Israel. Were the facts popularly recognized, the Arab propaganda claim
of a "European" Israel would long ago have been refuted. The Arabs through
persecution and anti-Semitism have long helped to make the Jewish state
predominantly an "Oriental" Israel of Jews from Arab lands.

Arab world's historical subjugation and mistreatment
of Jews
attributed to the Prophet Muhammad

Determining to a great extent the Arab world's
historical subjugation and mistreatment of Jews, the Koran, and to some
extent the Hadith-statements attributed to the Prophet Muhammad-have
been pivotal in creating the modem Jewish stereotype for Muslims.1
One
Hadith of the Prophet Muhammad appeared in Egyptian publications
in the 1930s and 1940s:

The resurrection of the dead will not come
until the Muslims will war with the Jews and the Muslims will kill them;
... the trees and rocks will say, "O Muslim, O Abdullah, here is a Jew
behind me, come and kill him."2

The holy writings of Islam also contain benign
references to Jews, which often are cited to support the fantasy of "harmonious
relations between Muslims and Jews in Arab lands." Wherever Jews have lived
under Arab Islam, however, their conditions appear to have been determined
by the negative images of Jews within the Hadith Reports and the
Koran, the juridical source of Islamic law, images found in such statements
as the following:

Ignominy shall be their portion [the Jews']
wheresoever they are found... They have incurred anger from their Lord,
and wretchedness is laid upon them... because they disbelieve the revelations
of Allah and slew the Prophets wrongfully... because they were rebellious
and used to transgress.3

And thou seest [Jews and Christians] vying
one with another in sin and transgression and their devouring of illicit
gain. Verily evil is what they do. Why do not the rabbis and the priests
forbid their evilspeaking and their devouring of illicit gain? .... evil
is their handiwork.12

Believers, many are the rabbis and the monks
who defraud men of their possessions... Proclaim a woeful punishment to
those that hoard up gold and silver and do not spend it in Allah's cause....
their treasures shall be heated in the fire of Hell.... 17

Cairo "religious" conference in 1968

Many of these words of holy hatred and others
were repeated amid religious fervor at a Cairo "religious" conference in
1968.20 The tone of that conference Arab
Theologians on Jews and Israel, was unambiguous. First the introductory
remarks:

I welcome you in the name of Islam which gathered
you under the banner of righteousness and good ... as active prominent
scholars, and to reinforce through, you brotherhood in religion. [Dr. Mahmud
Hubballah, Secretary General of the Islamic Research Academy]21

Then the proceedings, including the following
unbrotherly interpretations:

The Jews ... had resorted to their former
policy and thus they deserved to be called, the worst of beasts in the
Quran ...

They are characterized by avarice and many
other vices.... [Sheikh Abd Allah Al Meshad]22

... it behoves us to refer to the distortion
of the Jewish creed that filled the life of Jews with perfidy and evil....

Islamic tolerance is in complete contrast
with Jewish intolerance and cruelty

... I should like to say before I conclude
that I have thoroughly scrutinized the nature of the Jews. They are avaricious,
ruthless, cruel, hypocrite and revengeful. These traits govern their lives.
[Mohammed Taha Yahia]23

The Jews' wicked nature never changes....
Evil, wickedness, breach of vows and money worship are inherent qualities
in them. Many a time were they punished for their evil, but they never
repented or gave up their sinfulness. [Kamal Ahman Own, Vice-Principal,
Tanta Institute]24

Against the turbulent, uncertain, and unmistakably
iniquitous background of the Arab world's Jewry, it is commonly claimed
that the Jews were, during certain periods in the Arab lands, "better off"
than they were in Christian lands of Europe. They were not burnt in ovens,
and perhaps in part because more twentieth-century Arab-bom Jews escaped
with their lives, however subjugated, many contemporary Jews have romanticized
their historical relations with the Arabs.

Brutal facts have been replaced by crueler
fiction

Somehow the brutal facts have been replaced
by crueler fiction. Even some Jewish historians -- who have themselves
placed time and cause of Arab persecution, who have themselves chronicled
a detailed calendar of horrors over many centuries in their own works --
even these historians have demonstrated an inability to fathom or, perhaps,
to accept the implications of the history they themselves have uncovered.
Thus, among the presentations of documented Arab atrocities perpetrated
against the Jews, there is in some volumes a recurrent theme of the particular
author's discomfort with the subject and his findings, and even a peculiar
sort of apologia for having bared them. "Although the slaughter was violently
anti-Jewish, we cannot say that this was true anti-Semitism. Anti-Semitisin
did not exist historically in Arab countries." The problem lies in the
susceptibility to misinterpretation, in the risk of being taken literally-but
out of context. In the example just quoted above, the "fact" that might
remain in the reader's mind is "Anti-Semitism did not exist historically
in Arab countries." Although one or two or a dozen experts might understand
that the writer was making an obtuse differentiation, the vast majority
of readers, using the work for superficial reference or information, might
be expected to perpetuate the myth further.

Official Position of the Arab Ministries of
Education

Numerous official Arab Ministry of Education
materials have been produced to prepare the present adult Arab generation
for its continuation of "harmony" among Arabs and Jews.

The following are a few examples from publications
officially distributed by the Ministries of Education in various Arab countries:25

Jordan, 1966, for third-year junior high school:
Modern World History. For example, "The Jews in Europe were persecuted
and despised because of their corruption, meanness and treachery."

Jordan, 1964, department for school curricula
and textbooks, for first-year high school: Glances at Arab Society, p.
117. An exercise: "Israel was born to die. Prove it."

Syria, Damascus, 1963-64, for second-year
junior high school: The Religious Ordinances Reader, p. 138. For example:
"The Jews. lived exiled and despised since by their nature they are vile,
greedy enemies of mankind."

Syira, 1963, fifth year elementary school:
Basic Syntax and Spelling. An exercise: "We Shall Expel All the Jews."
For example, "Analyze the following sentences: 1. The merchant himself
travelled to the African continent. 2. We shall expel all the Jews from
the Arab countries."

Egypt, 1965, Egyptian State Seal, for first-year
junior high school: Grammar, p. 244. An exercise: "The Arabs do not cease
to act for the extermination of Israel."

U.A.R. (Egypt), for ninth-grade secondary
schools: Zionist Imperialism, by Abbad Muhmud Al-Akkad, p. 249. ". . .
Israel hopes to be the homeland of the Jew, and they have the stubbornness
of 4,000 years of history behind them. But Israel shall not live if the
Arabs stand fast in their hatred. She shall wither and decline. Even if
all the human race, and the devil in Hell, conspire to aid her, she shall
not exist."26

Among the many examples, a Jordanian textbook
for use in second-year high school asserts that the God of Judaism "'is
a God who . . . is bloodthirsty, fickleminded, harsh and greedy ... pleased
with imposture and deceit."

The anti-Semitic literature published by the
Arabs since World War II has been voluminous, and is continually increasing,
despite the almost total evacuation of the Arab world's Jews .27
The virulence of this literature is disturbing, but even more significant
is the official or governmental origin of the publications-not from an
extremist fringe, which might be lightly dismissed, but from Arab governments,
including those called "moderate."

Report on Palestinian Authority School Books

The Center for Monitoring the Impact of Peace
Report28: The books reviewed in this report
are published by the Palestinian Authority (PA) Ministry of Education.
One privately published book is also included: an atlas published in 1998,
which was approved by the PA. With this one exception, all the text books
quoted in this report are published officially by the Palestinian Authority
Ministry of Education and are used in their schools.

A. Abusive terminology

Overview A telling measure of a government's
genuine interest in peace is the intensity with which it acts to replace
hateful stereotypes with positive attitudes. Thus, it is disturbing that
the following abusive terminology for Israelis, Jews and Israeli characteristics
is being used in Palestinian Authority school books and being aired on
Palestinian Authority television. [All sources and context appear later
in the report.]

B. The Evil Enemy

Palestinian Authority school children are
actively taught that the Jews and Israel are the enemy, in a broad range
of contexts. The school texts portray the Jew as the enemy of believers,
the enemy of Islam, the enemy of the Arabs, as well as generally evil and
dangerous. Jews are killers and robbers and have stolen Arab land. Modern
events are misrepresented to portray Israel and Jews as the evil force
in their world. Zionism is equated to Nazism, together they are depicted
as the prototype examples of racism. These themes also appear regularly
on PA television.

"Complete the following blanks spaces with
the appropriate word: The Zionist enemy - - [attacked] - - civilians with
its aircraft. [Our Arabic Language, Part 2 for Third Grade #523 p..9]

"Why do the Jews hate Muslim unity and want
to cause division among them? Give an example of the evil attempts of the
Jews, from events happening today." [Islamic Education for Seventh Grade
p. 19]

"Who is the thief who has torn our homeland?"
[Our Arabic Language for Sixth Grade Part One #553 p. 15]

"Write in your exercise book: An event showing
the fanaticism of the Jews in Palestine against Muslims or Christians."
[Islamic Education for Ninth Grade #589 p. 182]

"One must beware of the Jews, for they are
treacherous and disloyal." [Islamic Education for Ninth Grade #589 p. 79]

A section on Zionism is entitled:·
"Zionist Greed." ['Modern Arab History and Contemporary Problems, Part
Two, for Tenth Grade #613 p. 49]

Even racism is defined through the Jews, while
Nazism and Zionism are equated: "Racism: Mankind has suffered from this
evil both in ancient as well as in modern times, for, indeed, Satan has,
in the eyes of many people, made their evil actions appear beautiful...
Such a people are the Jews…" [ Islamic Education for Eighth Grade p. 95]

The clearest examples of racist belief and
racial discrimination in the world are Nazism and Zionism. [The New History
of the Arabs and the World, P. 123

Modern ideologies and their effect on the
Arab Nation (6 sections) Section 2: Understanding the racist and aggressive
character of the Zionist Movement. Section 6: Summary of the similarity
between Nazism, Fascism and Zionism. [The New History of the Arabs and
the World, P. 92]

Islamic Sources Used to Create Stereotype
At times, the hateful portrayal is based on Islamic sources. The children
are taught to apply the traditional narratives to hateful teachings regarding
Jews and Israelis today. Five examples:

"I learn from this lesson: I believe that
the Jews are the enemies of the Prophets and the believers." [Islamic Education,
Part Two, for Fourth Grade p. 67]

"From the Uhud expedition… a number of lessons
can be learned…: Treachery and disloyalty are character traits of the Jews
and therefore one should beware of them." [Islamic Education for Ninth
Grade p. 87]

"The Jews adopted a position of hostility
and deception towards the new religion. They called Muhammad a liar and
denied him, they fought against his religion in all ways and by all means,
a war that has not yet ended until today, and they conspired with the hypocrites
and the idolaters against him and they are still behaving in the same way…"
[Islamic Education for Seventh Grade #564 p. 125]

"In many cases these Jews acted according
to their known cunning and deceit, and they fomented wars [between Arab
tribes]…[Islamic Education for Ninth Grade # 589 p. 78]

"Lessons to be learned: One must beware of
civil war, which the Jews try to foment, and of their scheming against
the Muslims." [Ibid. p. 94]

Misrepresentation of Modern Events

Modern events are misrepresented to portray
Israel as active in an ongoing attack against Islam and the Arabs. Two
examples: In 1969 an Australian [non-Jew] set the al-Aqsa Mosque in Jerusalem
on fire. Yet, the children are taught that Israel did it. "This arson
is a further chapter in the Zionist plot, whose aim is to take control
of this Islamic holy place, the Dome of the Rock and the whole area of
the Jerusalem sanctuary and to destroy all that is holy to Islam." [Reader
and Literary Texts for Eighth Grade #578 p. 97]

The Zionist movement has never called for
the expulsion of Israel's Arab citizens. Yet the books teach that Zionism
calls for this "expulsion":

"Zionism is a political, aggressive and
colonialist movement, which calls for the Judaisation of Palestine by the
expulsion of its Arab inhabitants … [Modern Arab History and Contemporary
Problems, Part Two, for Tenth Grade#613 p. 49]

C. Denial of Jewish Nationhood

The Palestinian Authority education has made
Jews disappear from all contexts in Israel that are not negative and have
even fabricated viciously racist statements, attributing them to Jewish
sources. PA books describe Muslim and Christian religious, historical,
and archaeologicalsites but omit any reference to Jewish sites. Tourists
who visit are Christian and Muslim but there is no mention of the Jewish
tourists. The Western Wall of the Temple is called "al-Buraq Wall" but
there is no mention of its Jewish history. A history book describes World
War II, Hitler and Nazi racism while ignoring the Jews and the Holocaust.
["World History on Modern Times for Eighth Grade" #586 pp. 34-45]

Fabrication of a racist "Talmudic quote" It
is mentioned in the Talmud: "We [the Jews] are God's people on earth…[God]
forced upon the human animal and upon all the nations and the races that
they serve us, and He spread us through the world to ride on them and hold
their reigns. We must marry our beautiful daughters with kings, ministers
and lords and enter our sons into the various religions, thus, we will
have the final word in managing the countries. We should cheat them [the
non-Jews] and arouse quarrels among them, then they fight each other… Non
Jews are pigs who God created in the shape of man in order that they be
fit for service for the Jews, and God created the world for them [the Jews]."
[The New History of the Arabs and the World, P. 120]

As part of the overall de-legitimization,
the books deny the continuity of the Jewish nation and their place in Israel,
by severing modern Jewry and modern Israel from their history in the land.
The children are taught that the Jews are not a nation, but rather, a religious
group: "who deluded themselves that their religious faith was sufficient
to turn them into one nation." [Modern Arab History and Contemporary
Problems, Part Two, for Tenth Grade p. 49]

Denial of Ancient Jewish History Thousands
of years of Israeli - Jewish history and traditions and 2000 years of yearning
to return to Israel, are likewise brushed away with:· "The Zionists
turn[ed] their attention towards Palestine as the national homeland of
the Jews, while relying on false historical and religious claims."
[Modern Arab History and Contemporary Problems, Part Two, for Tenth Grade
p. 50]

Denial of Modern Jewish History The establishment
of the state of Israel is portrayed not as the authentic Jewish national
movement but as a colonialist anti-Arab plot to split the Arab world: "The
colonial powers regarded the Zionist Movement as the means for the attainment
of their greedy colonial aspirations and saw Palestine as the base for
the setting up of a Jewish state, thus tearing the Arab Homeland asunder
and imposing their rule on it in order to exploit its natural resources.
The European colonial powers spread the idea of Zionism among the Jews…."
[Modern Arab History and Contemporary Problems, Part Two, for Tenth Grade
p. 48].

The difference between Zionism and Imperialism:

Zionism

Imperialism

Zionism is not linked to land or country

Colonies are an extension of the motherland

A tool for establishing a non-existent
State

A tool and means for serving a state which
exists in effect

Believes in the elimination of the original
inhabitants

Imperialistic behavior has not gone as
far as the elimination of original inhabitants.

Settlement based on the foundation of
false religious and historical rights

Based on foundations of economic interests

[The New History of the Arabs and the World,
P. 123].

Furthermore, Israel's legitimacy is denied
from the first international recognition until today: "the Balfour Declaration
[to establish a Jewish state- ed] is regarded as illegal…" [Modern
Arab History and Contemporary Problems, Part Two, for Tenth Grade #613
p. .51]

Israel is still called: "occupied Palestine."
[Ibid. p. .95]

Denial of Religious History When the school
books discuss sites of religious, historical, archaeologicaland tourist
interest, Muslim as well as Christian sites are included but not Jewish.
Even the Jews' connection to the remnant of their holiest site, the Western
Wall of the Temple, is denied: "The Jews claim that this is one of the
places belonging to them and call it "The Western Wall", but this is not
so." [Reader and Literary Texts for Eighth Grade #578 p. 103]

"Jerusalem: I have many Islamic holy places
and antiquities. This is al-Aqsa Mosque and this is the Dome of the Rock...To
the west of the holy mosque you can see a vast stone wall called 'al-Buraq
Wall', [Western Wall of the Temple -ed] to which the angel Gabriel, peace
be upon him, tied the beast of the Prophet Muhammad on the night of his
journey [to heaven -ed]...

As for my Christian holy places - the most
famous of them are 'The Church of al-Qiama' [Holy Sepulchre-ed], next to
the mosque of 'Umar ibn al Khatab, and the church of 'al-Juthmana' opposite
al-Isbat Gate, outside the wall. [Palestinian National Education
for Third Grade #529 P. 14]

Questions: ... Write down the names of the
Islamic holy places in Jerusalem. Write down the names of the Christian
holy places in Jerusalem. [ ibid. Page 15]

"The importance of Palestine arises from the
fact that Allah has chosen it to be the centre of religions. It is the
place where the Nazarene, 'Jesus the son of Mary, peace be upon him, was
born and it is the place to which Muhammad, the prayer of Allah and peace
be upon him, was made to journey… Thousands of Christians come to Palestine
in order to perform their religious duties …" [Palestinian National Education
for Fourth Grade #539, p..5]

"Tourists from all over the world come to
Palestine to visit its holy religious places... Muslims come to visit the
first Qibla [direction of prayer] …. Christians come to visit Bethlehem,
the birthplace of the Lord Messiah and the Church of the Holy Sepulchre
in Jerusalem... [Christian and Muslim sites are mentioned, Jewish sites
are ignoreded] [Ibid. p. 23]

Creation of Palestinian History After erasing
and ignoring Jewish history in Israel, it is replaced by the creation of
an ancient Palestinian history": "Dear pupil, do you know who the Palestinians
are? The Palestinian people are descended from the Canaanites." [National
Palestinian Education for Fifth Grade # 550 p. 19]

To create a connection to Jerusalem before
it was Israel's capital, the school books teach that the inhabitants of
Jerusalem before the Jews were Arabs: "Jerusalem is an ancient Arab city,
built by the Jebusite Arabs before Islam... " [Islamic Culture for Eighth
Grade #576 p. 50]

"Jerusalem: I am an ancient city, thousands
of years old. I occupy a mountain plateau in the center of Palestine...
My most ancient name, Jebus, is derived from the ancient Arabs, the Jebusites."
[Palestinian National Education for Third Grade #529 P. 12]

D. Israel Must Be Fought by Waging Jihad (Holy
War)

Call to Fight Israel The calls to fight and
eliminate Israel through Jihad (Holy War) and Martyrdom for Allah, appear
frequently in the PA school books. In addition there is a separate recurring
theme: the children are taught to fight and conquer Israel's capital, Jerusalem.

"Know, my son, that Palestine is your country…
that its pure soil is drenched with the blood of Martyrs… Why must we fight
the Jews and drive them out of our land?" [Ed. - The map to the right accompanies
this text] [Our Arabic Language for Fifth Grade p. 64-66]

"…there will be a Jihad and our country shall
be freed. This is our story with the thieving conquerors. You must know,
my boy, that Palestine is your grave responsibility..." [Our Arabic Language
for Fifth Grade. # 542. p. 69-70]

In the poem "Palestine" the children are taught
to wage Jihad (Holy War) against Israel: "My brothers! The oppressors [Israel
-ed.] have overstepped the boundary. Therefore Jihad and sacrificeare a
duty ... are we to let them steal its Arab nature… Draw your sword… let
us gather for war with red blood and blazing fire…Death shall call and
the sword shall be crazed from much slaughter… Oh Palestine, the youth
will redeem your land…"

The books then ask questions to emphasize
the message that Israel, the enemy, is to be fought and defeated:

"2. Who are the "oppressors" to whom the
poet is referring in the first verse?3. What is the road to victory over the
enemy that the poet mentions?4. The poet urges the Arabs to undertake
Jihad. Indicate the verse in which he does so." [Reader and Literary Texts
for Eighth Grade #578 p. 120-122]

"If you look towards the city Jerusalem, you
will see the Dome of the Rock with its beautiful golden color, and you
will feel you have the responsibility to free the captive Mosque and the
mourning Dome from the thieving conquerors."[Our Arabic Language , Part
1, for 4th grade. p. 28]

"What, in your view, is the way to liberate
Jerusalem, enlightened by its liberation by the Muslims in the time of
Saladin [who conquered Jerusalem in 1187 -ed.]" [Reader and Literary Texts
for Eighth Grade p.102]

"Bayonets and Torches '…In you left hand you
carried the Koran, And in your right an Arab sword… Without blood not even
one centimeter will be liberated Therefore, go forward crying: 'Allah is
great.'" [Ibid. p. 131-133]

If the thief tears our homelandAnd our people driven from the landWhat is left but the call "Allah is Great"…Who will not take hold the sword, without
fear of death…Or will hold the flag at the head of great
victorious armyLead by Al-Faruk…"[or 'Umar ibn al Khatab
who conquered Jerusalem in 638.][Our Arabic Language, Part One for Sixth
Grade #553 p. 14]

Questions on Comprehension:

Who is the thief who has torn our homeland?What, in the poet's opinion, is the way
to liberate Jerusalem?Can Al-Faruk lead an army? Why did the
poet mention him? [Ibid. p. 15]

"Muslims must protect all mosques … and must
wage a Jihad both of life and property to liberate al-Aqsa Mosque from
the Zionist conquest" [ Islamic Education for Seventh Grade #564 p.184]

"Subject for Composition: "How are we going
to liberate our stolen land? Make use of the following ideas: Arab unity,
genuine faith in Allah, most modern weapons and ammunition, using oil and
other precious natural resources as weapons in the battle for liberation."
[ Our Arabic Language for Seventh Grade Part A #566 p. 15]

"What must we do to liberate Jerusalem?" [Reader
and Literary Texts for Eighth Grade. 578 p. 63]

"What can we do to rescue Jerusalem and to
liberate it from the thieving enemy?" [Ibid. p. 99]

"Make use of the following expressions making
logical sentences: Wise opinion the Zionist danger he called for a Jihad
disaster remaining cool-headed." [Our Arabic Language, Part One for Sixth
Grade #553 p.29]

"A Poem of Palestine

To Palestine greetings from Arab hearts…Who has stubbornly and successfully resisted
the chains of the enemies.For me - the promise of Martyrdom and
Palestine is my songFrom Jerusalem I shall build my ladder
towards eternity."[Our Arabic Language for Second Grade
, Part Two. #513 p.51]

· "The Muslim connects the holiness
of al-Aqsa Mosque, and its precincts, with the holiness of the 'Sacred
Mosque' and Mecca. Therefore, any aggression against one is an aggression
against the other and to defend them is to defend Islam itself. Disregard
of the duty in respect of them is a crime for which Allah will punish every
believer in God and His Prophet." [Islamic Education for Eighth Grade #576
p. 50]

"Fill in the appropriate word from among the
following: they, he, she: ______ is the commander of the Muslim forces
in the capture of Jerusalem." [Our Arabic Language for Second Grade , Part
Two. # 513 p. 42]

The need to fight Israel, all of which is
said to be on "occupied Arab land" becomes a religious imperative, with
teachings like the following: "… if the enemy has conquered part of its
land and those fighting for it are unable to repel the enemy, then Jihad
becomes the individual religious duty of every Muslim man and woman, until
the attack is successfully repulsed and the land liberated from conquest
and to defend Muslim honor..." [Islamic Education for Seventh Grade
#564 p.108]

Impending Victory of Islam and the Arabs Over
Israel and the West. Finally, the children are assured through their books
that the victory of Islam and the Arabs over the Jews, Israel, and all
religions are preordained eventualities: "Know, my son, that Palestine
is your country... that its pure soil is drenched with the blood of martyrs
… Just as this sacred soil returned to its owners [in the past], so will
it return again thorough your courage and determination…" [The accompanying
map of "Palestine" includes all of Israel.- ed.]

[Our Arabic Language for Fifth Grade. # 542.
pp. 65-66] "Our brothers in Arab and Muslim countries felt the danger threatening
us and joined with us in a noble Jihad... until the [Arab] Nation recruits
its forces and there will be a Jihad and our country shall be freed, by
Allah's will." [Our Arabic Language for Fifth Grade. # 542. p. 69]

· "Remember: The final and inevitable
result will be the victory of the Muslims over the Jews. [Our Arabic Language
for Fifth Grade p. 67]

"This religion will defeat all other religions
and it will be disseminated, by Allah's will, through the Muslim Jihad
fighters." [ Islamic Education for Seventh Grade #564 p. 125]

In the present period, which exceeds all previous
periods in the material and scientific advances taking place, social, psychological
and medical scientists in the West are perplexed by the worrying increase
in the number of people suffering from nervous disorders... and the statistics
from America in this matter are a clear indication of this…There is no
escape from [the need for] a new civilization… The Western world is not
capable of fulfilling this role…There is only one nation capable of discharging
this task and that is our nation [Islam]... We do not claim that the collapse
of Western civilization, and the transfer of the center of civilization
to us [Islam] will happen in the next decade or two or even in fifty years,
for the rise and fall of civilizations follow natural processes... Nevertheless
[Western civilization] has begun to collapse and to become a pile of debris.
[Some Outstanding Examples of Our Civilization for Eleventh Grade p .3,12,
16]

G. Israel's capital, Jerusalem, is called:
the capital of the "State of Palestine"

The Palestinian Authority school books teach
their children that an independent "State of Palestine" already exists,
independence day is celebrated yearly, and Israel's capital Jerusalem,
is said to be the capital of "Palestine". Some examples:

"The Capital of Palestine:

Jihad asked the teacher: What is our capital?The teacher: Jerusalem is our capital.Jihad: Does it have other names?The teacher: Yes. The blessed soil…Questions: What is our capital?Write [a composition on]: Jerusalem Our
Capital."[Palestinian National Education for First
Grade. # 509 p. 63]

"Exercise: Distinguish between verb and noun
clauses:

'The land is our land and Jerusalem is
ours.'" [Our Arabic Language for Fifth Grade. # 542 p.74]

"Determine what is the subject, and what is
the predicate, in the following sentences: 'Jerusalem is Arab.'" [Our Arabic
Language for Fifth Grade. # 542 p.167]

"Muntasar paid a visit to Jerusalem... Jerusalem:
I am an ancient city, thousands years old. I occupy a mountain plateau
in the center of Palestine..." [Palestinian National Education for Third
Grade #529 p. 12]

"The Proclamation of the Palestinian State:
At the nineteenth gathering of the Palestinian National Council in Algiers
it declared [the adoption] of a document proclaiming Palestinian independence.
The following are extracts from this document:

The Palestinian National Council declares
in the name of Allah and the Palestinian nation the establishment of the
state of Palestine on our Palestinian land whose capital is Jerusalem…"
[ Palestinian National Education for Fifth Grade # 550 p. 39]

"The second section will [bring] the general
terms and administrative and legal institutions… in the State of Palestine."
[Note: This book discusses the state structures of the "State of Palestine"
using the expression "in the State of Palestine" at least twelve times.
- ed.] [Palestinian National Education for Sixth Grade # 596 - Introduction
p. 6]

"The Greedy Designs of the Jews in Jerusalem"
"The Jews have clear greedy designs on Jerusalem. They believe that their
state is not complete without Jerusalem as its capital, which is what they
claim. The proof of this is that their Minister of Defense declared on
the third day of the war of 1967, together with the Prime Minister, when
both of them were standing by "al-Buraq", which they call the Western Wall:
'We have returned to you, Jerusalem, and we shall never part from you again.
You are not just the capital of "Israel", but the capital of the entire
Jewish People.'…

Thus do the Jews conspire, before the eyes
and ears of the Arabs and the Muslims. What can we do to rescue Jerusalem
and to liberate it from the thieving enemy…? [Reader and Literary Texts
for Eighth Grade. [578] P. 96, 99]

Palestinian Authority Television Israeli cities
are presented as Palestinian cities on PA TV, as well. A young girl recited
this on a children's program:

"…The land is my land here is my house and
I will build it… with my blood I shall water it… Haifa and Jaffa [part
of Tel Aviv] and the land of Lod Jerusalem calls out and that's Acre calling
for us… In the Galilee we have a sister whom we salute… and if Ashkelon
calls out go find her… shall we neglect the Galilee and Beer Sheva?" [PA
television March 3, 1998]

A girl accuses Israel, the reference being
to Israel of 1948 and not to the West Bank and Gaza. "Do you know what
happened in 1948? They took everything! They emptied the room, broke the
houses, they set fire to the forests, they changed the names… my country's
name is Palestine." [PA television, numerous broadcasts May 1998]
7. Israel's capital, Jerusalem, is called: the capital of the "State
of Palestine".

II. Education to Jihad - Holy War and Martyrdom

"Jihad for Allah is one of the greatest
commandments and duties of Islam, the purpose of which is to establish
Allah's rule on Earth… Jihad is not an issue of need, necessary only at
certain times, rather, it is an ever-present necessity which a Muslim society
must never relinquish. Its abandonment brings weakness and humiliation
and invites aggression." [Islamic Education for Twelfth Grade # 641 p.
284, 139]

Fighting is the highest level of Jihad: "Jihad
with of one's life: This is by fighting enemies… This is the highest level
of Jihad because the Jihad fighter sacrifices himself in accordance with
Allah's way for the sake of his religion and to defend his nation...
[Islamic Education for Seventh Grade, #564 p. 107]

The reward for Jihad: "The reward for shooting
an arrow for Allah covers not only the archer, but also him, who made the
arrow, as well as him who handed it to the archer…" [Islamic Education
for Twelfth Grade # 641 p. 319]

"The Muslim believes in Allah and His Messenger
and fights a Jihad for Allah with property and his life in order to please
Allah and to earn a place in paradise on the day of resurrection… "
[Islamic Education for Seventh Grade, #564 p. 129]

The punishment for shirking Jihad: "These
verses prove the superiority that is in Jihad for Allah's sake... and warned
against evading a Jihad for Allah. …and a warning to the Muslims not to
defy His word nor refrain from Jihad..." [Islamic Education for Seventh
Grade, #564 p. 124]

"Islam has forbidden flight from the battle
and regards this as a grave sin. [Islamic Education for Eighth Grade
#576 p. 176]

Jihad is promoted not only in books on Islamic
studies, but in grammar, literature and civic studies as well: "Determine
what is the subject, and what is the predicate, in the following sentences:
- The Jihad is a religious duty of every Muslim man and woman." Our Arabic
Language for Fifth Grade. # 542, p. 167]

Education to Martyrdom PA text books
glorify Martyrdom as an ideal to be sought. The fortunate are those who
are killed - reaching "Martyrdom".

"Martyrdom is when a Muslim is killed for
the sake of Allah… A person who dies thus is called a "Martyr" [Shahid]...
Martyrdom for Allah is the hope of all those who believe in Allah and have
trust in His promises… The Martyr rejoices in the paradise that Allah has
prepared for him…[Islamic Education for Seventh Grade #564 p. 112]

"The Muslim sacrifices himself for his faith
and fights a Jihad for Allah. He does not know cowardice because he understands
that the time of his death is already ordained and that his dying as a
Martyr on the field of battle is preferable to dying in bed... " [Islamic
Education for Eighth Grade #576 p. 176]

"...Martyred Jihad fighters are the most honored
people, after the Prophets…" [Reading And Literary Texts for Tenth Grade
- #607 p. 103]

· "… competing with each other to achieve
Martyrdom in the battle…" [Our Arabic Language for Fifth Grade. # 542,
p. 193]

Numerous poems encourage the children to see
themselves as future Jihad fighters seeking Martyrdom. Many school book
poems have the word "Martyr" in their title, including the following poem
which is in at least two grammar books [the children are instructed to
learn the poem by heart] and was broadcast three times recently on PA television,
read by different children.

"Song of the Martyr

1 - I shall take my soul in my hand and
hurl it into the abyss of death [in war]…5 - Upon your life, I see my death and
am marching speedily towards it6 - Upon your life, this is the death
of men and he, who seeks an honorable death - this is that death."[Our Arabic Language for Fifth Grade.
# 542. P. 60][Guide for Improving Arabic Language for
Twelfth Grade" #719 p. 84][PA television, May 22, 1998][PA television, May 1998][PA television, May 1998]

The students are instructed to "learn the
following poems by heart", as well:

· 'My Homeland'…The youth will not tire,They desire to be free or to perishWe draw our water from deathAnd we will not be as slaves to the enemy…Our symbol is the 'sword' and the 'pen',
but not 'words'...[Palestinian National Education for First
Grade. # 509 p. 67- 68]

·"O Muslims, Muslims, Muslims, where
there are truth and justice there shall we be found. Death pleases us and
we refuse to be humbled. How sweet is death for Allah...." [Islamic Education
for Sixth Grade #551 p. 151]

This poem: "We Are The Youth" expresses the
same sentiment:

"We are the youth and tomorrow is ours…We shall march on despite deathOnward, onwardWe shall build, we shall not rely on othersWe shall perish, but, we shall not be
humbled…" [Palestinian National Education for Third Grade #529 p. 70]

The Martyrs of the Intifada:· ...They
stoned with them [the stones], the wild animals of the way... They died
standing, burning with excitement... Death attacked with raised pickaxe
Facing death, they stood erect...[Reading and Literary Texts for Tenth
Grade - #607 p. 167]

The Jihad-Martyr concept is encouraged
and glorified through many personal stories. The following are excerpts
from a sixth grade school book: "The first words the young boy heard were
the words "Jihad", "attack" and "conquest"…These words were constantly
on his lips…'[The boy] Uqba grew up with the love of Jihad flowing through
his veins and filling every fiber of his being.…... For him no joy equaled
that of taking part in Jihad…Nothing gave him pleasure but the sight of
swords and spears shining in the hands of the fighting horsemen. Nothing
was pleasing to his ear but the sound of the horses charging into battle
and nothing gave him joy but the sight of the enemy lying dead on the battlefield,
or defeated and fleeing for their lives…Uqba showed heroism and courage
… attacking them from his horse and hacking the enemy soldiers to pieces,
coming down on them blow after blow, crushing their skulls…[Uqba bin Nafi'
or The Conqueror of Africa for Sixth Grade #700- p. 6-7, 43, 83, 96]

Selections for in depth study from Palestinian
Authority school books

The appendix includes the text material that
appeared in the report, often in greater context, as well as additional
selections of interest.

Obligation to fight against Israel.

If you look towards the city Jerusalem, you
will see the Dome of the Rock with its beautiful golden color, and you
will feel you have the responsibility to free the captive Mosque and the
mourning Dome from the hands of the thieving conquerors.

Questions: What do you feel when you see the
Dome of the Rock? [Our Arabic Language , Part 1, for 4th grade. #532
p. 28 -29]

Palestine, Our Homeland (1) Know, my son,
that Palestine is your country (the accompanying map of "Palestine" covers
all of Israel).... that its pure soil is drenched with the blood of martyrs
because it is a land of glorious battles and wars: in Jerusalem … in Acre,
in Haifa, … in Shaar Hagay … and in the Negev. (all are Israeli cities
and regions -ed). On its soil were the Crusader aggressors defeated, as
were the Tartars, the armies of Napoleon and other imperialists. Just as
this sacred soil returned to its owners [in the past], so will it return
again thorough your courage and determination, if Allah wills.

Comprehension: 4. Name four glorious battles
that were fought on the soil of Palestine. 7. Why must we fight the Jews
and drive them out of our land?

Remember: - The Arabs and the Muslims are
fighting the Jews who fought against them and oppressed them and drove
them from their homes unjustly. - The final and inevitable result will
be the victory of the Muslims over the Jews. [Our Arabic Language for Fifth
Grade. # 542.p. 64- 67]

Palestine, Our Homeland (2) Some of the most
outstanding acts of revolt were that of the Jihad fighter Sheikh 'Iz al-Din
al-Qassam and his brother Jihad fighters … Our brothers in Arab and Muslim
countries felt the danger threatening us and joined with us in a noble
Jihad... until the [Arab] Nation recruits its forces and there will be
a call to Jihad and our country shall be freed, by Allah's will. This is
our story with the thieving conquerors. You must know, my boy, that Palestine
is your grave responsibility … [Ibid. p. 68-70] Comprehension: 7. Palestine
is our responsibility. What is our duty? Exercise: Distinguish between
verb and noun clauses: - The land is our land and Jerusalem is ours. [Ibid.
70]

Exercise: Use the following expressions in
a noun clause and in a verb clause: Palestine, river, Martyrs, the spring.
[Ibid. 74]

Exercise: Turn the following sentences from
active into passive: - The Muslims defeated the enemy. - Saladin liberated
Jerusalem. The traveler lost his luggage. The student reads a book.
[Ibid. 157]

Exercise: Turn the following sentence from
passive into active: The enemy was killed.

Determine what is the subject, and what is
the predicate, in the following sentence: - The Jihad is a religious duty
of every Muslim man and woman. [Ibid. 167]

Comprehension: 9. How was victory achieved
over the Zionist enemy? [Ibid. 196]

Arrange the following [seven] phrases into
a paragraph that makes sense: Great victory over the Zionist enemy… it
exploded the myth of the invincible enemy army; [and five other phrases]
[Ibid. 201]

[From "Bayonets and Torches"] "…In your left
hand you carried the Koran, And in your right an Arab sword… Without blood
not even one centimeter will be liberated

"Palestine" by Muhammad Tah 1. My brothers!
The oppressors [Israel -ed.] have overstepped the boundary Therefore Jihad
and sacrifice are a duty. 2. Are we to let them steal its Arab nature…
Draw your sword and thereafter it shall not be returned to its sheath…
6. My brother, in Jerusalem we have a sister for whom the slaughterers
have sharpened their knives 8. My brother, go up to her [Jerusalem -ed]
let us gather for war with red blood and blazing fire 10. Death shall call
and the sword shall be crazed from much slaughter… 13. Kiss the Martyr
for the land who prayed to Allah for it and was killed… 14. Oh, Palestine,
the youth will redeem your land 15. Oh, Palestine, with our bare breasts
we will defend you. Therefore, either life or death! [Reader and Literary
Texts for Eighth Grade. [578 p. 120]

Comprehension 2. Who are the "oppressors"
to whom the poet is referring in the first verse? [edit- Israel] 3. What
is the road to victory over the enemy that the poet mentions? [Jihad -ed.]
4. The poet urges the Arabs to undertake Jihad. Indicate the verse in which
he does so. [Ibid. p. 122]

Discussion and Analysis: 2. 'Ali Mahmud Tah
says: "O, Palestine, with our bare breasts we shall defend you. Therefore,
either life or death!" And 'Abd al-Rahim Mahmud has written [ in Song of
the Martyr]:

"Either life which will gladden our friends
or death that will exact a price from the enemy" A. Explain these two verses
and determine the common idea in both of them. B. Which of these two verses,
in
your opinion is the more beautiful and why? [Ibid. p. 123]

Muslims must protect all mosques and these
three in particular. They must devote all their efforts and resources to
repairing them and to protecting them and must wage a Jihad both of life
and property to liberate al-Aqsa Mosque [in Jerusalem - ed.] from the Zionist
conquest. [Islamic Education for Seventh Grade #564 [p.
184]

Exercise: Turn the following sentences from
active into passive: The student reads a book. Saladin liberated Jerusalem.
The Muslims defeated the enemy. The traveler lost his luggage.

Exercise: Turn the following sentence from
passive into active: The enemy was killed.

Determine what is the subject, and what is
the predicate, in the following sentence. - Jerusalem is Arab. [Our Arabic
Language for Fifth Grade. # 542. p. 167]

Islam, The True Religion: The Victory of Islam:
The verses explain the attitude of the oppressors towards Islam, the religion
of Allah, namely that they try to destroy it… and their actions are likened
to one who wishes to extinguish the sun by blowing lightly from his weak
mouth. Could he succeed in doing such a thing? He could not. This is the
situation of the non-believers, for they cannot destroy Islam, no matter
how hard they try… This religion will defeat all other religions and it
will be disseminated, by Allah's will, through the Muslim Jihad fighters.
[Islamic Education for Seventh Grade #564 p. 125]

"The Greedy Designs of the Jews in Jerusalem"
[from The Urban Development of Jerusalem by Dr. 'Abd al-Halim Khader:]
"The Jews have clear greedy designs on Jerusalem. They believe that their
state is not complete without Jerusalem as its capital… The Jews also have
designs on al-Aqsa Mosque itself… the occupation authorities carried out
far reaching excavations under this mosque, in their search of false archaeological
remains… Furthermore, the occupiers set al-Aqsa Mosque on fire on 21.8.69.
This arson is a further chapter in the Zionist plot, whose aim is to take
control of this Islamic holy place, and the Dome of the Rock, the whole
area of the Jerusalem sanctuary and to destroy all that is holy to Islam
there, and after that to erect on their ruins what they claim is The Temple…
[The fire was in fact set by a non-Jew from Australia - ed.] Thus do the
Jews conspire, in full view of the Arabs and the Muslims. What can we do
to rescue Jerusalem and to liberate it from the thieving enemy?" [Reader
and Literary Texts for Eighth Grade 578. p. 96-99]

Discussion and Analysis 4. What were the purposes
of the Jews in setting al-Aqsa Mosque on fire? 7. Can you find a difference
between the Crusader occupation of Jerusalem in the past and the Jewish
occupation now? Explain your position. 8. What, in your view, is the way
to liberate Jerusalem, enlightened by its liberation by the Muslims in
the time of Saladin? [Ibid. p. 101- 102]

Working by Yourself 2. …copy a poem which
clarifies the pride of the liberation of Jerusalem in the time of Saladin.
[Ibid. p. 103]

The Arabs in Palestine rose up against the
policy of the Mandate and the greedy Zionist aspirations… and it began
a series of popular armed revolts from 1920 onwards and it is still fighting
against Zionist greed until today. [Modern Arab History and Contemporary
Problems, Part Two, for Tenth Grade #613 P.55 -56]

Subject for Composition: "How are we going
to liberate our stolen land? Make use of the following ideas: Arab unity,
genuine faith in Allah, most modern weapons and ammunition, using oil and
other precious natural resources as weapons in the battle for liberation."
[Our Arabic Language for Seventh Grade Part A #566 p.15]

To be learned by heart: 'Mother of the
Cities'.. by 'Abd al-Karim al-Karmi Baghdad, I have brought you love from
Palestine Will you remember my Arab character, Baghdad, my Jihad?… And
on your land are convoys of "Martyrdom"… Are you not the one who liberated
"Amuriah"… I can see through her [Baghdad's] letters Jaffa [part of Tel
Aviv] Nablus, and Shaar Hagai [the approach to Jerusalem].

1. What is the link between Baghdad and Palestine?
... [The desired answer is that Iraq, Mother of the Cities who liberated
Amuriah through Jihad, will liberate these Israeli cities.-ed.] [Our
Arabic Language, Part Two, for Sixth Grade. 554 p.32-34

The Arabs in Palestine rose up against the
policy of the Mandate and the greedy Zionist aspirations… and it began
a series of popular armed revolts from 1920 onwards and it is still rising
against Zionist greed until today. [Modern Arab History and Contemporary
Problems, Part Two, for Tenth Grade #613 p. 55-56]

The Palestine Liberation Organization had
a Covenant defining its principles, aims and functioning. Questions: 1.
What were the aims for which the Palestine Liberation Organization was
established? [The Palestinian Covenant calls for Israel's destruction.-
ed.] [Ibid. p. 72- 75]

Language Exercises: ... 2. The Arabs will
never be able to liberate Palestine if they do not __________. [Our Arabic
Language, Part One for Sixth Grade #553 p. 33]

My country's flag comprises three stripes
and a triangle ... The first stripe is colored black, symbolizing the black
days for anyone who tries to harm us or our freedom...
[Palestinian National Education for Fifth Grade # 550 p. 40]

1. Make use of the following expressions in
logical sentences: Wise opinion the Zionist
danger he called for a Jihad disaster [Our
Arabic Language, Part One for Sixth Grade #553 p.29]

Instruction to fight for Israel's capital,
Jerusalem

Poem to Learn by Heart 'Oh Jerusalem' by Yusuf
al-'Izam, If the thief tears our homeland And our people driven from the
land What is left but to call to Allah … Who will take hold the sword,
without fear of death… Or will hold the flag at the head of great victorious
army Lead by Al-Faruk … ['Umar ibn al Khatab who conquered Jerusalem in
638. -ed.]

Questions on Comprehension: 3. Who is the
thief who has torn our homeland? 6. What, in the
poet's opinion, is the way to liberate Jerusalem? 6. Can Al-Faruk lead
an army? Why did the poet mention him? [Our Arabic Language, Part
One for Sixth Grade #553P 14- 15]

A Poem of Palestine, by Dr. Mahmud al-Shalabi:
To Palestine greetings from Arab hearts… Who has stubbornly and successfully
resisted the chains of the enemies For me - the promise of Martyrdom and
Palestine is my song >From Jerusalem I shall build my ladder towards eternity.
[Our Arabic Language for Second Grade , Part Two. #513 p. 51]

Muslims … must wage a Jihad both of life and
property to liberate al-Aqsa Mosque [in Jerusalem] from the Zionist conquest.
[Islamic Education for Seventh Grade #564 P. 184]

The Muslim connects the holiness of al-Aqsa
Mosque [in Jerusalem -ed.], and its precincts, with the holiness of the
'Sacred Mosque' and Mecca. Therefore, any aggression against one is an
aggression against the other and to defend them is to defend Islam itself.
Disregard of the duty in respect of them is a crime for which Allah will
punish every believer in Allah and His Prophet. [Islamic Education for
Eighth Grade #576 p.50]

Discussion and Analysis [of a poem] 1. The
poet presents a number of scenes of the capture of Jerusalem [by Saladin
- Muslim leader who captured Jerusalem from Christian control in 1187].
6. What must we do to liberate Jerusalem? [Reader and Literary Texts for
Eighth Grade. #578 p. 63]

What can we do to rescue Jerusalem and to
liberate it from the thieving enemy?" [Ibid. p. 99]

7. Can you find a difference between the Crusader
occupation of Jerusalem in the past and the Jewish occupation now? Explain
your position. 8. What, in your view, is the way to liberate Jerusalem,
enlightened by its liberation by the Muslims in the time of Saladin. [Ibid.
p. 102]

Hostile portrayal of Jews, Israelis, and Israel.

The clearest examples of racist belief and
racial discrimination in the world are Nazism and Zionism. [The Contemporary
History of the Arabs and the World, P. 123]

2. Understanding the racist and aggressive
character of the Zionist Movement.
6. Summary of the similarity between Nazism, Fascism and Zionism. [The
Contemporary History of the Arabs and the World, P. 92]

Fabrication of a racist supposedly "Talmudic
quote" It is mentioned in the Talmud: "We [the Jews] are God's people on
earth…[God] forced upon the human animal and upon all the nations and the
races that they serve us, and He spread us through the world to ride on
them and hold their reigns. We must marry our beautiful daughters with
kings, ministers and lords and enter our sons into the various religions,
thus, we will have the final word in managing the countries. We should
cheat them [the non-Jews] and arouse quarrels among them, then they fight
each other… Non Jews are pigs who God created in the shape of man in order
that they be fit for service for the Jews, and God created the world for
them [the Jews]." [The Contemporary History of the Arabs and the
World, P. 120]

The difference between Zionism and Imperialism:
Zionism Imperialism Zionism is not linked to land or country Colonies are
an extension of the motherland A tool for establishing a non-existent State
A tool and means for serving a state which exists in effect Believes in
the elimination of the original inhabitants Imperialistic behavior has
not gone as far as the elimination of original inhabitants. Settlement
based on the foundation of false religious and historical rights
Based on foundations of economic interests [The Contemporary History of
the Arabs and the World, P. 123]

Some Deviant Trends: Racism: ... Mankind has
suffered from this evil both in ancient as well as in modern times, for,
indeed, Satan has, in the eyes of many people, made their evil actions
appear beautiful until they thought that their race was the best of all
and their kind better than all others, and that other people are their
slaves and do not reach their level. Such a people are the Jews… Islamic
Education for Eighth Grade #576 [p. 95]

Heroism and Sacrifice:

1. "Complete the following blanks spaces with
the appropriate word: The Zionist enemy - - [attacks] - - civilians
with its aircraft. [Our Arabic Language, Part 2 for Third Grade #523 p.9]

Images from the Jihad of the Prophet and his
Companions Son: What did God's Messenger do to ensure the safety of the
population? Father: The Prophet applied himself diligently to making society
in al-Medina a safe one, living in peace and he, therefore, made an agreement
with the Jews … But the Jews - as is their way - do not want people to
live in peace… and conspired against the Muslims. The Muslims, however,
were clever and therefore the Jews were unsuccessful in their evil schemes.
The Muslims, under the leadership of the Prophet, punished them with death
and banishment. [Islamic Religious Education for Fourth Grade
#736 p. 44-45]

I have also learned from this unit: The Jews
are treacherous and disloyal. [Ibid. p. 55]

The General Purpose of the Unit: After completing
this unit the pupil should be capable of: ... 2. Tracing and following
Zionist greed in Palestine. [Modern Arab History and Contemporary Problems,
Part Two, for Tenth Grade #613 p. 47]

The Martyr 'Izz al-Din al-Qassam: In 1935
Shaikh al-Qassam left Haifa together with a group of Jihad fighters… in
preparation for an attack on the English and Jewish settlement and the
Jewish neighborhoods in Haifa, in order to cleanse the town of its defilement
by them [the Jews]... [Our Arabic Language, Part One for Sixth Grade #553
p. 21-22]

The Story of Jesus with the Israelites: [After
text on p. 66 describing the Jews rejection of Jesus and their attempt
to kill him the book continues:] I learn from this lesson: I believe that
the Jews are the enemies of the Prophets and the believers. [Islamic
Education, Part Two for Fourth Grade #531 p. 67]

Islam the True Religion

The Jews adopted a position of hostility and
deception towards the new religion. They called Muhammad a liar and denied
him, they fought against his religion in all ways and by all means, a war
that has not yet ended until today, and they conspired with the hypocrites
and the idolaters against him and they are still behaving in the same way…
[Islamic Education for Seventh Grade #564 p. 123, 125]

Breach of the Alliance by the Jews of the
Qainuqa' Tribe When the Prophet came to al-Medina he found that there were,
among the inhabitants of the town, Jewish tribes... In many cases these
Jews, according to their known cunning and deception, fomented internal
strife... When the Muslims were victorious from the battle of al-Badr,
the Jews received the news of their victory with fury…

The first, who showed their hatred for Islam
and mocked it and its adherents, were the Jews of the Qainuqa' tribe… The
Messenger was enraged by the action of the Jews, as it clearly proved their
treachery and breach of the treaty… who condemned them to banishment from
their homes, as punishment for their treachery…

Lessons to be Learned: 4.
One must beware of the Jews, for they are treacherous and disloyal. [Islamic
Education for Ninth Grade # 589 p. 78-79]

The Banishment of the Nadir Tribe: The
Prophet went with some of his companions to the Jews of al-Nadir tribe
to obtain their help in paying ransom for two killed members of the 'Amar
tribe. They pretended that they were willing to accede to his request and
asked him to sit down at the side of one of their houses. They then told
one of their men to climb up on the roof and throw down a stone on the
Prophets… >From the Uhud expedition and the episode with the [Jewish] tribe
of al-Nadir a number of lessons can be learned: ... 6. Treachery and disloyalty
are character traits of the Jews and one should beware of them. [Islamic
Education for Ninth Grade # 589 p. 86-87]

…One of the Jews was passing by … (and the
Jews hated the unity brought about by the Muslims and were glad when there
were disputes and arguments among them)... Therefore, he sent the man who
was with him to sit with them and remind them of the wars between them...
He persisted in his efforts until the atmosphere became heated and the
tribes convened there became angry with each other… and sought their weapons...
The Prophet heard of what was happening and he came to them and began to
calm then down... Discussion: ... 4. Why do the Jews hate Muslim unity
and want to cause division among them? 5. Give an example of the
evil attempts of the Jews, from events happening today. [Islamic Education
for Seventh Grade # 745 p. 16, 19]

Punishment of the Quraiza: When the Jews saw
the Muslim army drawing near to them they fled into their fortresses… The
Messenger of Allah refused [their request] and demanded that they submit
to him... Sa'ad passed sentence: ...The [Jewish] men shall be put to death,
the property shall be divided, and the women and children shall become
prisoners..." Al-Medina al-Munwara was cleansed of the Jews, when the Quraiza
were put to death, and the Muslims had relief from their treachery.

Lessons: ... 5. One must beware of civil war
which the Jews try to foment and of their scheming against the Muslims.
[Islamic Education for Ninth Grade # 589 p. 92-94]

Consequences of the Peace of Hudaibiya ...
3. The Muslims were now free to deal with final liquidation of Jewish aggression
in the Arabian peninsula… [Ibid. p. 98-99]

The Khaibar Expedition When the Messenger
and his companions left for al-Hudaibiya, the Jews of Khaibar took advantage
of the opportunity and began to incite the tribes to invade al-Medina and
take control of it. When the Messenger returned from al-Hudaibiya he learned
of the tricks of the Jews of Khaibar and decided to go to war against them,
since they had become a source of danger to the Muslims.

Activity: Write in your exercise book during
whose time was the Arabian Peninsula finally cleansed of the Jews and who
was it who recommended their removal.

The Lessons [to be learned]: 1. The Muslims
must deal harshly with those who violate agreements or with enemies who
endanger them, based on the example of the Messenger in punishing the Jews
of Khaibar. [Islamic Education for Ninth Grade # 589 p. 107-109]

... The Treaty of 'Umar… to the Christians
in Jerusalem, is a wonderful example of the tolerance of the Muslims in
administering the countries, in which they live side by side with those
of other religions… These rights have not been contravened, except under
the Crusader, colonialist and Zionist conquests. The Jews have destroyed
mosques and churches and defiled the holiness of graves. They have killed
the Muslim and Christian inhabitants of Palestine, whose inhabitants are
still suffering oppression and persecution under racist Jewish administration.

The inhabitants of al-Medina engaged in agriculture
and commerce and most of the merchants were Jewish. This led to their gaining
control of the markets, their exploitation of the people and their control
of merchandise. When the Prophet and his companions came to al-Medina,
the Prophet took action to free the economy from Jewish control … and thus
commerce in the market was founded on the basis of justice and honesty,
far removed from the [Jewish] exploitation, control and usury… 4. The Messenger
took steps to free the Muslim economy from Jewish control. Explain this.
Islamic Education for Eighth Grade #576 [p. 63-64]

Israeli Provocation: Israel constitutes a
military, economic, political and security provocation to the Arab world.
The struggle has whittled away much of the economic capacity of the Arab
world… There were many different views on how to confront the Israeli danger…
[Modern Arab History and Contemporary Problems, Part Two, for Tenth Grade
#613 p.89-90]

Denial of Israeli legitimacy and Jewish History

... The al-Buraq wall [the Western Wall of
the Temple -ed.]is the south-western wall of al-Aqsa Mosque, as determined
by the League of Nations in the year 1929 CE. The Jews claim that this
is one of the places belonging to them and call it "The Wailing Wall",
but this is not so. [Reader and Literary Texts for Eighth
Grade. [578 p. 103]

Revolt of 1929: This began in Jerusalem, when
Jews congregated at al-Buraq Wall [the Western Wall of the Temple- ed.]
and raised the Zionist flag over it, as a provocation to the Arabs. This
was an insult to Muslim worshippers and they attacked the Jews in area
in front of al-Buraq [Western Wall - ed.] … [Modern Arab History
and Contemporary Problems, Part Two, for Tenth Grade #613 p.56]

There are many paved roads and it would be
possible to travel from the east of the Arab Homeland to the west were
it not for the existence of Israel, which has conquered Palestine and thus
separated parts of the Arab Homeland from the rest. [Geography of the Arab
Homeland for Sixth Grade #557 p. 89]

Questions: 6. Who are the people who occupied
Palestine and drove out its inhabitants? [Our Arabic Language, Part Two
for Fourth Grade 533 [p. 86]

The Water Problem: ... There is an additional
problem arising from the fact that Israel is transferring water from the
River Jordan to the south of Palestine. Jordan and Syria have tried to
make use of the waters of the River Jordan and its tributaries by building
dams, but, generally speaking, these projects were not successful because
of repeated Israeli attacks. [Modern Arab History and Contemporary Problems,
Part Two, for Tenth Grade #613 p. 91]

… some [Lebanese] joined the National
Lebanese Forces and some deserted to the Israeli enemy and called themselves
the South Lebanese Army. Israel gave the latter help and assistance. These
forces, with Israel's help, took control of a number of Lebanese villages
close to the border of occupied Palestine. [Ibid. p.95]

Colonialist and Zionist Greed in Palestine:
The colonial powers regarded the Zionist Movement as the means for the
attainment of their greedy colonial aspirations and saw Palestine as the
base for the setting up of a Jewish state, thus tearing the Arab Homeland
asunder and imposing their rule on it in order to exploit its natural resources.
The European colonial powers spread the idea of Zionism among the Jews
in order to hasten the establishment of a state in Palestine. [Modern Arab
History and Contemporary Problems, Part Two, for Tenth Grade #613
P. 48]

The Jewish Question: Zionist thinkers suggested
a number of solutions to the problem of the non-integration of the Jews
in the societies, in which they were living in Eastern Europe… The Jews
deluded themselves that their religious faith was sufficient to turn them
into one nation. Their thinkers sought to find a national homeland for
the Jews, similar to other nations.

Zionist Greed: Zionism is a political, aggressive
and colonialist movement… the Zionists turn[ed] their attention towards
Palestine as the national homeland of the Jews, while relying on false
historical and religious claims.

The Balfour Declaration Britain published
this declaration in order to gain the support of the USA in the First World
War, having been convinced by Zionist preaching … In addition the English
feared the unity of the Arabs and strove to prevent the unification of
their countries. The Balfour Declaration is regarded as illegal as it contains
contradictory undertakings. [Modern Arab History and Contemporary Problems,
Part Two, for Tenth Grade #613 P.49- 51]

5. Promotion of Jihad and Martyrdom

"Bayonets and Torches" Oh, you who leaves
us [in death -ed] - you still live in our heart… In your left hand you
carried the Koran, And in your right an Arab sword… Today is your wedding
day… You lived a free man, you died a free man You did not die, for Allah
took you in righteousness to paradise… Without blood not even one centimeter
will be liberated Therefore go forward, crying: Allah is great. [Reader
and Literary Texts for Eighth Grade. [#578 p. 131 -133]

Comprehension: 2. The poem contains the following
ideas: The Martyr defended his homeland with valor and was killed with
pride The memory of the Martyr remains in this world and in the world to
come The Martyr's reward is paradise [Ibid. p. 134]

Discussion and Analysis: 1. The poet chose
the title: 'Bayonets and Torches'. What is he hinting? 2. The poet says:
In your left hand you carried the Koran, And in your right and Arab sword.
Explain the meaning of this... 9. The poem represents a reality lived by
Palestinians. Explain this. [Ibid. p. 135-136]

Language Exercises: ... 2. ... Complete: ...
D. What has been taken by force _ _ _ will only be restored _ _ _ by force.
[Ibid. p.65] Grammar exercises: ... 4. D. The Jihad fighter died a Martyr
defending the soil of his homeland. [Ibid. p.71]

Poem: Long Live The Homeland - Muhammad
Mahmud Sadiq O my land, my land, my blood will be sacrificed for you I
have given my life as a sacrifice, accept it. [Our Arabic Language, Part
Two for Fourth Grade #533 p.91]

The Martyrs of the Intifada …They stoned with
them [the stones], the wild animals of the way… They died standing, burning
with excitement… Death attacked with raised pickaxe Facing death, they
stood erect… [Reading And Literary Texts for Tenth Grade -
#607 p. 167]

Comprehension 1. How does the poetess describe
the enemy in the first extract and why? [answer: wild animals - ed.] [Ibid.
p. 170]

What is the death of which the poetess is
speaking and how do the Martyrs die when they "stood erect"? 3. Martyrdom
is life … [Ibid. p. 171]

Write six lines in which you explain to your
friends the merit of Jihad for Allah. [Our Arabic Language, Part One for
Sixth Grade #553 p.29]

The use of hyphen B. A son said to his father:
-7 My father, he who fights a Jihad for Allah's sake and defended his religion
and is killed for Him, are Allah's true words applicable to him…? -8 Well
said, my young son. - Thank you, my father. I ask Allah
to grant us a Martyr's death and that he gather us [in death] together
with the Prophets, the honest ones and the Martyrs. [The Uses Of Language
for Ninth Grade, Part 2.# 594 p.35]

books full of tales of Islamic valour and
write about one of the Muslim heroes, who courageously fought a Jihad for
Allah. [Our Arabic Language, Part Two, for Sixth Grade. #554 p. 27]

Martyr' by Ibrahim Tuqan. The danger was grave,
but he smiled The terror overcame [him], but he went forth Calm and intelligent,
sure of foot and heart Unconcerned by harm, nor diverted by sudden pain
His soul obeys his ambition, without it there will be no ambition He went
the way of greatness knocking on the door of eternity [Paradise] Unconcerned
if he'll attain it tied or fallen dead For he is hostage to his resolve.
[Our Arabic Language, Part One for Sixth Grade #553 p. 25]

Heart: Song Of The Martyr [Shahid] - Abd al-Rahim
Mahmud 1 - I shall take my soul in my hand and hurl it into the abyss of
death [in war] 2 - And then - I shall either live a life that will please
my friends or die a death that will enrage the enemy 3. The soul of a noble
man has two aims: the receipt of death and the achievement of desires…
5. - Upon your life, I see my death and am marching speedily towards it
6. - Upon your life, this is the death of men and he, who seeks an honorable
death - this is that death 7. - I throw down my heart before the enemy
my heart is iron and my fire the fire of hell 8. - I shall guard my land
with the glory of my sharp sword and my people shall know that I am a hero.
[Our Arabic Language for Fifth Grade. # 542. P. 60] And [Guide for Improving
Arabic Language for Twelfth Grade #719 p. 84] [PA television May 22, 1998]

Questions on Comprehension and Emphasis: 1.
How does the poet express his desire for Martyrdom in the first verse?
2. What is the kind of death that enrages the enemy? 3. The poet states
that there are two aims in a Jihad. Name them. 4. Did the poet fear death?
Explain your answer. [Ibid. p.61]

They stood firm in the field of battle, defending
the homeland with their bodies and their lives, competing with each other
to achieve Martyrdom in the battle…" [Our Arabic Language for Fifth Grade.
# 542, p. 193]

Write five lines on the virtues of the Martyrs
and their superior status. [Ibid. p.201] [Exercises in] Abbreviation: "…
the army exists only by virtue of the person, who willingly gives his life
to redeem his homeland..." [The Uses Of Language for Ninth Grade , Part
1.#595 P. 49]

Learn the poem 'My Homeland' by heart:
…The youth will not tire, They desire to be free or to perish We draw our
water [nastaqi] from death And we will not be as slaves to the enemy… Our
symbol is the 'sword' and the 'pen', but not 'words'. The pride and the
oath
and the obligation to be faithful move us. [Palestinian National
Education for First Grade. # 509 p. 67- 68]

Grammar Exercises: Additions to three lettered
verbs Examples: 2. B. The soldier sacrificed himself as a Martyr for his
homeland. 3 B. The Jihad fighter fought the battle
for Allah's sake. [Our Arabic Language, Part Two, for Sixth Grade. #554
p. 24]

Learn the following poem by heart: "Muslims"
by Dr. Yusef al-Qardawi: O Muslims, Muslims, Muslims, where there are truth
and justice there shall we be found Death pleases us and we refuse to be
humbled. How sweet is death for Allah.... [Islamic Education for Sixth
Grade #551 p. 151]

Poem: "We are the youth" We are the youth
and tomorrow is ours… We shall march on despite death Onward, onward We
shall build, we shall not rely on others We shall perish, but, we shall
not be humbled… [Palestinian National Education for Third Grade #529
p. 70]

Courage and Generosity: 1. Courage in the
Face of the Enemy: Allah has commanded the Muslim to be brave in the face
of the enemy and to fight with strength and tenacity, without fear of death,
because he knows that his fate has already been decreed by Heaven and will
not come before its appointed time nor after it. [Islamic Education for
Eighth Grade #576 p. 114]

Prohibited Actions: Desertion from the Field
of Battle: The Muslim sacrifices himself for his faith and fights a Jihad
for Allah. He does not know cowardice because he understands that the time
of his death is already ordained and that his dying as a Martyr on the
field of battle is preferable to dying in bed. Allah has commanded the
believers to persevere against their enemies and, by so doing, to prove
their faith and defend their religion. Islam has forbidden flight from
the battle and regards this as a grave sin… [Ibid p. 176]

Oral Composition on a Specific Subject Application:
Discuss the subject of Jihad 1. Make use of the ideas in the previous subject:
A. The meaning of Jihad. E. Helping Jihad fighters produce modern weaponry.
F. The dangers of shirking Jihad. 2. Discuss the subject of "Jihad" before
your class. [Composition and Summarizing for Ninth Grade #593 Unit Three
p. 23]

... Jihad for Allah's sake is the cause of
victory over falsehood. [The Uses Of Language for Ninth Grade, Part 1.#595
p. 53]

Some Hadiths [religious text]: ... 3. … "I
asked Allah's Messenger, the blessing of Allah upon him: 'What are the
best acts to do?' He answered: 'Prayer at its appointed time.' I asked:
'And what after that?' He answered: 'Jihad for Allah' ..." … the Prophet
said: "Whoever truly seeks Martyrdom from Allah will be brought by Allah
to the houses of the Martyrs, even if he dies in his bed." [Our Arabic
Language, Part Two, for Sixth Grade. #554 p. 19]

Arrange the following words into sentences:
... dies as a Martyr, defending, our hero, the homeland ...
[Our Arabic Language, Part 2 for Third Grade #523 p. 8,9]

He who guards for the sake of Allah, be He
exalted, gains honor and this excellence because he: 5. Fights the Jihad
against their enemies in the name of his brother Muslims. 6. Sacrifices
himself, his time and his property in order to please Allah. [Islamic Education
for Sixth Grade #551 p. 145] Questions Why is the Muslim duty
bound to be a Jihad fighter for the sake of Allah? [Ibid p. 146]

I have learned from this unit the following:
to sacrifice one's life and property for Allah and the Homeland. ?2 to
bear difficulties and to believe in the decree of Allah and the fate He
has determined. ?3 The Jews are treacherous and disloyal. [Islamic Religious
Education for Fourth Grade #736, p. 55]

The verses clarify many matters, including:
-7 The Prophet is the best example to the faithful in his devotin, in his
Jihad… [Rules For Reading The Koran for Seventh Grade #565 p. 31]

The devotion of the faithful to their
covenant with Allah, [includes] both he who kept his oath and died a Martyr
for Allah and those who are still bound by the covenant, awaiting the attainment
of Martyrdom … [Ibid p. 32]Granting of Permission to Fight …This
oath is called a Pledge of Allegiance to War and it allowed Islam to enter
the historical stage of confrontation... The permission to fight allowed
Muslims to fight their enemies and constituted the first step along the
path of Jihad. The religious permission to fight is a declaration of a
serious confrontation against the forces of non-belief and … imposes on
each individual a personal responsibility. [Islamic Education for Ninth
Grade #589 pp. 60-61]

The meaning of Jihad and its various types:
There are three kinds of Jihad: Jihad with property, Jihad with one's life
and Jihad by means of language… 1. Jihad involving risk of one's
life: This is by fighting enemies and standing firm against them in wars
and battles. This is the highest level of Jihad because the Jihad fighter
sacrifices himself for Allah way for his religion and to defend the Islamic
Nation... [Islamic Education for Seventh Grade #564 p. 107]

The Laws of Jihad: Jihad is a general duty
on Muslims - if a group of them is implementing it in a satisfactory manner,
then the others are exempt... If, however, the security of the nation is
endangered, or if the enemy has conquered part of its land and those fighting
for it are unable to repel the enemy, then Jihad becomes the individual
religious duty of every Muslim man and woman, until the attack shall have
been successfully repulsed and the land liberated from conquest and Muslim
honor satisfied. [Ibid p. 108] Questions: 1. What is the meaning of Jihad?
2. What is the highest class of Jihad? 3. Explain when Jihad becomes an
individual religious duty. [Ibid p. 110] The Martyr in Islam. You have
learned in previous lessons that the Jihad fighter fights for Allah, be
He exalted, so as to glorify His word, defend His religion, and protect
the holy places, the blood and the honor of Muslims. By means of his Jihad
he obtains one of two good things: either victory or Martyrdom. What is
the meaning of Martyrdom? What is the status of the Martyr. What is the
[religious] judgment on him? The Meaning of Martyrdom ['Shehada']: Martyrdom
['Shahada'] is when a Muslim is killed for the sake of Allah, be He exalted,
while showing great endurance, so as to receive his reward in the world
to come, and faces it without retreat. A person who dies thus is called
a "Martyr" [shahid], because Allah, be He exalted, and His angels in heaven
"witness" ["Shahida"] his entry into paradise...

The Place of the Martyr: Martyrdom for Allah
is the hope of all those who believe in Allah and have trust in His promises.
Therefore the Martyr devotes himself and his wealth to Allah with a good
will and generosity of heart, and enjoys a high standing with Allah, Who
brings him into paradise and causes his life to be good one. The Martyr
rejoices in the paradise that Allah has prepared for him. Allah has said:
"Do not regard as dead those who have died for Allah, for they live and
are provided sustenance from their Lord. And they rejoice in the abundance
which Allah has given them". [Koran ] [Ibid p. 112]

In view of this excellent standing of the
Martyr, the Sahaba [companions of the Prophet] used to vie with each other
in Jihad, seeking Martyrdom. [Ibid p. 113]

Allah loves the Jihad, which is fighting for
His sake, the exaltation of His word, the upholding of His religion and
the safeguarding of Muslims and their lands. [Ibid p. 121] Islam the True
Religion Commentary: These verses prove the superiority that is in Jihad
for Allah's sake... and warn against evading a Jihad for Allah… and a warning
to the Muslims not to defy His word nor refrain from Jihad… [Ibid p. 124]

The Victory of Islam: This religion will triumph
over all other religions and it will be disseminated, by Allah's will,
through the Muslim Jihad fighters. [Ibid p. 125]

To what do the verses guide us? 1. The Muslim
believes in Allah and His Messenger and fights a Jihad for Allah with property
and his life in order to please Allah and to earn a place in paradise on
the day of resurrection.
[Ibid pp. 129]

Glorification of Personal Examples of Jihad
and Martyrdom Numerous excerpts from the following text book have been
translated to demonstrate the treatment of Jihad and Martyrdom. The following
text are typical of the entire book.

1. His Early Bravery Under the desert sun
beating down a boy was born… The first words the young boy heard were the
words "Jihad", "attack" and "conquest", because his father was one of the
first who joined Islam. These words were constantly on his lips, as they
were on the lips of all those who believed in Allah and His Prophet and
undertook Islam out of belief. The boy did not understand the meaning of
these words in his early years, but after he became an adult and began
to understand the events happening around him, he understood the meaning
of the words "Jihad", "attack" and "conquest"... Uqba grew up with the
love of "Jihad" flowing through his veins and filling every fiber of his
being. He wanted to be one of the heroes in battle, he trained with the
Muslim youth in the use of arms. [Uqba - The Conqueror of Africa for Sixth
Grade #700. pp. 5-7]

...Uqba was a young man of 22, loving Jihad
for Allah and whose greatest pleasure was fighting under the banner of
Islam... For him no joy equalled that of taking part in Jihad.
[Ibid p. 11, 13, 43]

Uqba [was called] to assume command
of the army... - Uqba, the courageous hero, whose heart was full of the
love of Jihad, could not conceal his joy at this appointment and his face
shone... [Ibid p. 47]

Once more he had opportunity to satisfy his
longing and enter into battles against Allah's enemies and enlarge the
area of the Islamic state… [Ibid p.
48]

During the night, which Uqba had planned for
the start of the attack, he remained awake with his children until a very
late hour, telling them stories of Jihad and of dying as a martyr.
[Ibid p. 82]

Nothing gave him pleasure but the sight of
swords and spears shining in the hands of the fighting horsemen. Nothing
was pleasing to his ear but the sound of the horses charging with their
riders into battle and nothing gave him joy but the sight of the enemy
lying dead on the battlefield, or defeated and fleeing for their lives.
[Ibid p. 83]

…Uqba led the army joyfully ... Each time
he advanced a few miles along the way he would ask: O Allah, when shall
we meet the enemy? [Ibid p. 88]

Then the Muslim officers around him would
answer him, saying: Patience! The battles are coming and the "Victory of
Allah is at hand" [Koran] The Islamic army soon encountered an army … Then
limbs flew everywhere and the area was filled with blood, and the Byzantine
and Berber woman were filled with terror at the slaughter of their men.
Ibid p. 89]

Uqba showed heroism and courage … attacking
them from his horse and hacking the enemy soldiers to pieces, coming down
on them blow after blow, crushing their skulls. [Ibid p. 96]

Uqba … looked heavenward and said: "O God,
You know that I am fighting for You. Help me, therefore, to continue this
Jihad". [Ibid p. 102]

…His ambition - although he had passed his
sixties - had not weakened and his determination had not lessened. Indeed,
since he had first opened his eyes... he loved Jihad and sang with joy
at the sound of the clash of swords... [Ibid p. 112]

…Uqba advancing at the head of his troops
with rare courage and calling out to them: "This is martyrdom, O you believers"…
and they all fell as martyrs, their pure blood painting the soil… [Ibid
p. 119]

Al-Makhtar … was one of the best known
Jihad fighters in Libya against the Italian imperialists… Gerazzini: Why
did you fight such a fierce war against the Italian Government? Al-Makhtar:
Because my religion so commands me ... I was a known Jihad fighter and
nothing more… [Reading And Literary Texts for Tenth Grade -
#607 p. 99, 101]

The Spirit of the Text: Martyred Jihad fighters
are the most honored people after the Prophets… They die for Allah,
sacrificing themselves for their principles and to safeguard their homeland
and the honor of their people. The living remember their Martyrs and honor
them by teaching their children the story of their lives generation after
generation.

Discussion and Analysis: ... 7. Of what does
the struggle of the Libyan people against the invaders remind you? [Ibid.
p. 103, 105]

The Martyr 'Izz al-Din al-Qassam: Shaikh 'Izz
al-Din al-Qassam came to Palestine from Syria at the end of 1920 because
of the Zionist danger… The inhabitants [of Haifa] loved him because they
realized that his opinion was wise, his attitude unbending, he was courageous
in waging Jihad… Al-Qassam began to warn the Arabs people in Palestine
of the Zionist danger. He called for Jihad … In 1935 Shaikh al-Qassam left
Haifa together with a group of Jihad fighters... When the British officer
called out to the Jihad fighters: 'Surrender and you will be spared', Shaikh
al-Qassam shouted back: 'No, we shall not surrender, this is a Jihad for
Allah'. Then he turned to his companions and cried out to them: 'Die as
Martyrs'...

The bodies of the Martyrs were wrapped in
Arab flags and thousands of mourners repeatedly cried out: 'Allah is great.'
The women sounded cries of joy from the rooftops… [Our Arabic Language,
Part One for Sixth Grade #553 p. 21]

The fall of the West and its replacement
by Islam

[Page 3] In the present period, which exceeds
all previous periods in the material and scientific advances taking place
during it, social, psychological and medical scientists in the west are
perplexed by the worrying increase in the number of people suffering from
nervous disorders... and the statistics from America in this matter are
a clear indication of this… Western civilisation flourished, as is well
known, as a consequence of the links of the West to Islamic culture through
Islamic Arab institutions [of learning] in Spain and in other Islamic countries,
where Islamic thinkers and philosophers took an interest in Greek philosophy

[Page 5] and Western scholars... Western civilisation,
in both its branches - the capitalist and the Communist, deprived man of
his peace of mind, stability and exalted human examples to whom he could
look up, when it turned material well being into the exemplary goal … his
money leading him nowhere, except to suicide...

[Page 12] Western civilisation is the representation
of the highest form of material life attained by man, but this alone does
not bring him happiness, as you have seen. There is no escape from [the
need for] a new civilisation, which will arise in the wake of this material
progress, and which will continue it and lift man to the highest spiritual
life alongside his material advancement. Will there be such a civilisation?
Is there a nation capable of fulfilling such a role? The Western world
is not capable of fulfilling this role…There is only one nation capable
of discharging this task and that is our nation [Islam]. No one but we
can carry aloft the flag of tomorrow's civilisation...

[Page 16] ... We do not claim that the collapse
of Western civilisation, and the transfer of the centre of civilisation
to us [Islam] will happen in the next decade or two or even in fifty years,
for the rise and fall of civilisations follow natural processes, and even
when the foundations of a fortress become cracked it still appears for
a long time to be at the peak of its strength. Nevertheless [Western civilisation]
has begun to collapse and to become a pile of debris. Since the beginning
of our reawakening ... We awoke to a painful reality and oppressive imperialism
and we drove it out of some of our lands and we are about to drive it from
the rest...

The Jews made more than one attempt to kill
of the Messenger [Muhammad]. Jewish tribes lived in al-Medina. The Messenger
banished one of these tribes, the Bani Nadir, because of its treachery
and attempt to kill him... The siege on the Muslims was intensified. The
Jews of the Quraiza tribe broke their alliance with Allah's Messenger and
decided to fight against the Muslims. Thus, the danger for the Muslims
was both internal, from the Jews and external, from the Quraish … Questions:
... 2. Did the Jews of the Quraiza remain faithful to their alliance with
the Messenger? The Muslims besieged the Quraiza for twenty five days… Allah's
Messenger ordered that they be punished and the fighters among them be
killed as a punishment for their breach of the agreement with him. Activity:
Pupils should present the arbitration between the Muslims and the Jews
and publication of the judgement of the Messenger on the Quraiza. [Palestinian
National Education for Fourth Grade #539 [p. 60-62]

The previous verses have taught that the Israelites
strayed from the straight path brought to them by their messenger, Moses,
peace be upon him. In consequence they became corrupt and corrupted and
were thus given painful punishment… [Islamic Education for Eighth Grade
#576 [p. 79]

The Situation of the Non-believers On the
Day of Judgment the non-believers shall stand before Allah bowed down,
hanging their heads, because of their unbelief and evil deeds, begging
Allah to send them back to live in this world once more, so that they might
believe in Him and do good deeds, now that they have seen with their own
eyes the fearful Day of Judgement and the torments which Allah has prepared
for them … [Islamic Education for Sixth Grade #551 p. 21- 22]

Allah sent Moses to his people and sent down
to them the Book of the Torah … However, later the Israelites rebelled
against their Lord and distorted His book. They argued and corrupted the
land, and Allah, therefore, threatened them with the torments of the Day
of Judgement. [Ibid. p. .31- 32]

Our Master Abraham Abraham was a Muslim monotheist
and was not from among the idolaters. [Islamic Education for Fifth Grade
#540 p. 143]

The Covenant of 'Umar This refers to the Khalif
'Umar ibn al-Khattab who made a covenant with the inhabitants of Jerusalem
under which he promised them their lives, their property and their churches
and granted them religious freedom, on condition that they should pay a
poll tax to the Muslims and prevent the Jews from living in the city. [Social
And National Education for Fifth Grade #549 p. 63]

The Arab Countries After Independence: ...
The Greed of the Great Powers: The USA, since the Second World War, has
adopted the policy of supporting the Zionist entity and supplied Israel
with money and arms and help in its aggressive wars against the neighboring
Arab countries. [Modern Arab History and Contemporary Problems, Part Two,
for Tenth Grade #613 P.89]

IV. The Palestinian Authority Educational
System

1. Background

During the years of Israeli Administration of the West Bank and Gaza Strip
[1967 - 1994] the educational curriculum as well as the degrees issued
were Jordanian and Egyptian. Israel did, however, remove from these Jordanian
and Egyptian text books words and sentences that were anti-Semitic, called
for Israel's destruction or called for violence against Israel. Following
a complaint lodged by Jordan and Egypt that Israel was changing curricula
in contravention of the Geneva convention, a UN investigative committee
ruled in Israel's favor, that striking out
terms offensive to Jews and Israel from the school books, was lawful.

2. Current System

In 1994 Israel and the Palestinian Authority [PA] signed the "Early Empowerment
Agreement" transferring "powers and responsibilities in the sphere of education"
to the PA. In January of 1995, Jordan and the PA agreed that the PA could
continue to choose Jordanian educational material for at least three years,
publishing new PA school books based on this material, and making it the
basis for the unified PA curriculum which Jordan would recognize. Today
all the students in the Palestinian Autonomous areas are using books published
officially by the Palestinian Authority, some based on Jordanian and Egyptian
and some completely new books. Yassir Arafat is the current PA Minister
of Education.

3. Development

In 1995 the PA Ministry of Education established the "Palestinian Curriculum
Development Center" then headed by Ibrahim Abu Lughod, a former head of
the pro-Arab lobby in the US. The center was to develop a unified curriculum
by 1999 that would emphasize Palestinian identity. The curriculum would
have to be acceptable to both Jordan and Egypt as theses countries are
reluctant to recognize diplomas based on curriculum they do not approve.
In addition the texts are to be in the spirit of the Oslo accords and "Cairo
Agreement" and "ensure that their educational systems contribute
to the peace between Israel and the Palestinian people." The center was
to be independent. However, in 1997, Lughod quit as head of the center,
and it is now within the PA Ministry of Education.

The first series of new text books entitled "Palestinian National Education"
developed by the center and introduced into the PA school system, was written
by a group of 27 authors.

"Israel Emulates the Nazis" is the
title of an anti-semitic cartoon, published on February 21, 2000, by the
most official Syrian daily in the midst of the Syrian-Israeli negotiation.
The cartoon presents Barak as a Hitler look-alike, wearing a Swastika and
a Star of David. (cartoon is not attached since I wanted to spare you downloading
time...).

ZIONISM = RACISM = NAZISM

"From a speech by Hafez Assad: 'Where is the
difference between Nazism and Zionism? The Nazis claimed racial superiority
and the Zionists claim that they are the Chosen People. The Nazis justified
occupation by the need for Lebensraum, and the Zionists seize land on the
pretext of a security belt for a state that was established by plunder
and aggression. The Nazis expelled other peoples and the Zionists expel
the Arabs." (The book: National Pan-Arab Socialist Education, 10th
grade, p. 93).

"Zionism has preceded Nazism and is more clear-cut
than Nazism . . . its attitudes toward the Arabs and the Palestinians are
more racist than the Americans' and the Rhodesians' attitudes toward the
Indians and the Africans." (National Pan-Arab Socialist Education, 10th
grade, p. 99).

THE JEWS WILL MEET THE FATE OF THE
CRUSADERS

"The Zionists imagine that their state will
always exist . . . our forefathers turned the invaders [the Crusaders]
into an episode, and we will turn the current invaders [the Zionists] into
a lesson for the future. History will record with our blood that which
it recorded with our forefathers' blood: The land of the Arabs is a cemetery
for invaders." (Rules of Grammar and Writing, 8th grade, p. 72). "The belligerence
that is rooted in the Jewish personality threatens Arab and Islamic existence.
Logic and justice call for one conclusion: the destruction of the Jews."
(Islamic Education, 10th grade, pp. 115-116)

DENIAL OF JEWISH NATIONHOOD

"The Zionist claim of a Jewish People
possessing an independent nationhood is a lie." (National Pan-Arab
Socialist Education, 10th grade, pp. 89-90)

THE JEWS ARE TREACHEROUSThe Nazis attacked the Jews because of

"Jewish treachery against the German homeland
and Jewish collusion with the Allies . . . Because of Jewish inability
to integrate with the peoples who hosted them . . . and because of Jewish
control of commerce and finance . . . " (National Pan-Arab Socialist
Education, 10th grade, p. 104).

"The Jews have planned the killing, pillage,
and extermination of the Muslims . . . this is their treacherous nature.
. . " (Islamic Education, 10th grade, p. 115).

"The Jews join forces with idol worshippers
and infidels against the Muslims. They know that Islam exposes their duplicity
and other evil traits . . . " (Islamic Education, 11th grade, p. 33).

CONCLUSIONS:

The aforementioned quotations express the
official sentiment in Damascus -- rather than a marginal extremism -- which
has not changed with the start of peace negotiations.

The quotations were taken from a study by
The Center for Monitoring the Impact of Peace, which is based on 85 current
Syrian textbooks.

The Syrian school textbooks reflect the strategy
of the Syrian leadership more than official Syrian statements and interviews
to the media and to politicians in Israel and the U.S. The textbooks
shape Syrian society's long-term worldview.

The textbooks -- like the official Syrian
media express a strategy that regards the Jews, Zionism, and Israel
as the enemies of Islam, the Arabs, and humanity, illegitimate and immoral
entities that must be wiped out.

PLO school textbooks and media carry the exact
same messages.

1.
Phillip K. Hitti, The Arabs, A Short History (Princeton, 1943), p. 126;
also see Bernard Lewis, The Arabs in History, p. 36. The Arab Position
in the Arab-Israeli Conflict (Ema-

2. Professor
Yehoshafat Harkabil ray) (Tel Aviv, 1968), p. 25o. cited in Moshe dat Halaravint
besikhsukh Israel-A Ma'oz, The Image of the Jew in official Arab Literature
and Communications Media (The Institute of Contemporary Jewry: Hebrew University
of Jerusalem, 1976), P. 14. His Eminence Sheikh Nadim Al-Jisr, Member of
the Islamic Research Academy, cited several more versions of this hadith
in his presentation at the Fourth Conference of the Academy, "Good
Tidings about the Decisive Battle Between Muslims and Israel, in the Light
of the Holy Quran, the Prophetic Traditions, and the Fundamental Laws of
Nature and History." "In Muslim's Sahih, is reported on the authority
of Ibn'Umar that the Prophet (P.B.U.H.) had said, 'Verily., you will combat
against the Jews, so carry through the fight, until a stone would say:
0 Muslim This is a Jew; come along and smite him down.' "In another
version of this Hadith, reported also on the authority of Ibn'Umar, the
Prophet-P.B.U H.-had said, 'The Jews will combat against you. But you will
be given power over them, until the stone would say: "0 Muslim! This is
a Jew lying behind me; come and do away with him."' Abu Huraira . . . 'The
Hour would "In a third version ... on the authority of never rise
until Muslims fight against the Jews. Muslims would despatch them. The
Jews would hide themselves behind stones and trees which would say: "0
Muslim Servant of God! There are Jews behind me; come and kill them."'
"In Bukhari's Sahih ... on the authority of Abdullah Ibn'Umar ... you will
take up arms against the Jews, until one of them would lie concealed behind
a stone which would say, '0 Muslim, Servant of God! This is a Jew lying
behind me; come and kill him.", "It is reported on the authority of Abu
Huraira that the Prophet ... has said, 'The Hour would not come, until
you fight against the Jews; and the stone would say, "0 Muslim! There is
a Jew behind me; come and kill him."' D.F. Green notes: " 'The Hour' is
the resurrection i.e. the final salvation. Its arnval is made conditional
upon the battle against the Jews that has to precede it." Green, Arab Theologians,
p. 45.

3. Surah
111, v. 112, The Meaning of the Glorious Koran, an explanatory translation
byMohammed Marmaduke Pickthall
(New York: Mentor Books, 1953). Also see The Koran, trans. with notes by
N.J. Dawood (England: Penguin Books, rev. ed, 19 8 1), in which the translations
are listed chronologically rather than by surah number, clearly illustrating
that the anti-Jewish and anti-Christian implorations were introduced after
Jews and Christians had refused to embrace Islam above their own religion.
The themes illustrated in the text also are frequently reiterated with
slight variations.

4. Surah
11, v. 96, ibid.

5. Surah
II, v. 90, ibid.

6. Surah
III, v. 18 1, ibid., referring to the Jews of Medina. Two examples of the
frequentvariation on this theme
in the Koran:

Surah IX, v. 35: "Proclaim
a woeful punishment to those that hoard up gold and silver.... Their treasures
shall be heated in the dres of Hell, and their foreheads, sides and backs
branded with them. . . . 'Taste then the punishment which is your due.",

Surah 111, v. 117-120: "They
[the Jews] are the heirs of Hell.... They will spare no pains to corrupt
you. They desire nothing but your ruin. Their hatred is clear from what
they say ... When evil befalls you they rejoice." Ibid.

7. Surah
IV, v. 56, ibid.

8. Surah
IV, v. 160, 161, ibid.

9. Surah
IV, v. 46, ibid.

10. Surah
III, v. 117-120, Dawood trans.

11. Surah
IV, v. 101, Pickthall trans.

12. Surah
V, v. 62, 63, ibid.

13. Surah
V, v. 51, ibid.

14. Surah
V, v. 82, ibid.

15. Surah
IX, v. 29, ibid.

16. Surah
IX, v. 30, ibid.

17. Surah
IX, v. 26-34, Dawood trans.

18. Surah
V, v. 62-66, ibid.

19. Surah
II, v. 71-85, ibid.

20. The
Fourth Conference of the Academy of Islamic Research, Cairo, September
1968.

21.Quoted
from Dr. Mahmud Hubballah, Secretary General of the Islamic Research Academy,
speech delivered on the inauguration of the Academy's Fourth Conference,
in Green, Arab Theologians, p. 11. According to Green, "Seventy-seven Muslims,
Ulemas and invited guests participated in the Conference. I gather that
some of the proceedings were reproduced immediately after the conference
in Majallat al-Azhar, the University's monthly. The complete transactions
of this conference were then published in 1970 in Arabic (3 volumes) [Al-Azhar,
Ma/ma'al-Buhut al-Islamiyya, Kitab al-Mutamar al-Rabi' li-majma al-Buhuth
al-Islamiyya. The original volume has no copyright], and in English (I
volume, 935 pp.) In the latter, it is stated on the front page that the
book was printed by the U.A.R. Government Printing Office, which signifies
government support. The efforts involved by the authorities to have these
transactions translated into English indicate . . . their decision to propagate
to the world the views contained in this volume." Green explains that the
order of "extracts" has been "modified in order to group together similar
subjects. Repetitions by the authors have been retained in a few cases.
The reader will thus be in a better position to decide whether the views
are mere eccentricities of one sage, or more common conceptions." (Introduction,
p. 1.)